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The present study was undertaken to obtain a clearer picture of teachers' online instructional delivery and identify difficulties that might require intervention. Specifically, the following research questions are addressed: (1) What are teachers' practices to promote learning in a fully online learning space? (2) What challenges do teachers experience during the fully online learning sessions? This study involved interviews with 17 teachers from nine higher education institutions in the Philippines, a developing country. Using a descriptive case approach, results indicated that teachers promoted flexibility and interaction, facilitated learning processes, and fostered an affective learning climate as much as they could. While most teachers practice flexibility, the data also showed some rigidity in their practices. Findings also suggested the critical role of technology in facilitating learning processes and stimulating class interactions. However, these teachers faced several challenges related to technological sufficiency, learnerrelated factors, teaching delivery and assessment, technological complexity, and self-regulation, among others. Their varying experiences were linked to unique contexts brought about by several factors, namely available tools, institutional policies, pedagogical goals, and learnerrelated factors. Implications for classroom practices, policy making, teacher training, and future research are discussed.